Challenges in transformation of the "traditional block rotation" medical student clinical education into a longitudinal integrated clerkship model
Abstract
Background. Longitudinal integrated clerkships (LIC) in the first major clinical year in medical student training have been demonstrated to be at least equivalent to and in some areas superior to the "traditional block rotation" (TBR). Flinders University School of Medicine is starting a pilot changing the traditional teaching at the major Academic Medical Centre from TBR to LIC (50% of students in other locations in the medical school already have a partial or full LIC programme).
Methods. This paper summarizes the expected challenges presented at the "Rendezvous" Conference in October 2012: (a) creating urgency, (b) training to be a clinician rather than imparting knowledge, (c) resistance to change.
Results. We discuss the unexpected challenges that have evolved since then: (a) difficulty finalizing the precise schedule, (b) underestimating time requirements, (c) managing the change process inclusively.
Discussion. Transformation of a "block rotation" to "LIC" medical student education in a tertiary academic teaching hospital has many challenges, many of which can be anticipated, but some are unexpected.
Self-directed learning modules of CT scan
images to improve students’ perception of
gross anatomy
Abstract
Background. A contemporary anatomy curriculum that aims to be clinically relevant requires medical students to be introduced to radiological anatomy in the preclinical years. Ideally, the curriculum should also support self-directed learning, a habit best instilled early. Based on these educational requirements, we designed an interesting and clinically-meaningful program of self-learning modules in radiological anatomy to augment students' learning of gross anatomy. The program is guided by current theories of learning, which emphasize an individualized learning pace for students.
Methods. This program uses enlarged computerized tomography (CT) scan images and associated resource materials. Scans are posted on the first day of the week in a public area for students to review on their own time. On the second day penciled outlines of important structures are provided to help students identify structures, and students are encouraged to discuss the images with faculty. On the last day of the week the identity of the structures are revealed to students.
Results. An open-ended questionnaire used to evaluate the program revealed that 95.5% of students used the program and a great majority recommended the program should be continued for future students.
Discussion. The present program enhances learning of gross anatomical relations through having students use visual clues in logically interpreting unlabeled CT scans in an organized and sequential way. The program promotes self-directed learning. In addition to its use with preclinical students, the modules might also help students in the clinical phase of the curriculum bolster their knowledge of spatial anatomy.
Simulation-communication method of training in health organization and public health
Abstract
With the goal of forming students professional competences in the specialty health organization and public health at the department of public health and health N.A.Semashko Medical-prophylactic faculty of the Sechenov First Moscow State Medical Universitywhen conducting practical classes, business games and case studies used simulation-communication method. The method consists in the simulation during classroom conditions in which working professionals administrative staff of healthcare organizations. Training class prior to class being converted into an office specialist in health organization and public health trainees in the role of chief physician, deputy chief physician, head of the structural division, physician-practitioner or physician-statistics fulfill practical tasks in four thematic groups: presentation before a group; reception of visitors; setting tasks on the phone; check in by the waste document. Feature simulation communication method is the possibility of its application not only for the formation of professional competencies of specialists in health organization and public health during classroom lessons, but also to control the level of their training, and implementation of career guidance and professional selection of entrants before entering a residency or graduate programs and that in modern conditions it is very important for the second stage of initial specialized accreditation experts.
Creation experience of the system of assessment resources in the teaching of outpatient therapy according to the Federal state educational standard and Professional standard of therapy. Report 1. Current assessment
Abstract
Implementation of the score-rating system for the assessment of student's knowledge is closely linked to Russia's accession to Bologna process and is carried out within the existing standards. Score-rating system allowed to take into account the different types of student activities: the development of theoretical knowledge and communication skills, the quality of the filling of medical records. The dependence of the final student's result on the timeliness and quality of assignments allows us to objectively evaluate the student's knowledge, to motivate and discipline the student, which contributes to a competent expert.